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How do muscles get the energy they need for athletic activity?

ATP in muscle cells

In this analysis and discussion activity, students learn how muscle cells produce ATP by aerobic cellular respiration, anaerobic fermentation, and hydrolysis of creatine phosphate. Students use their understanding of these three processes to analyze their relative importance when racing different distances.

Students learn how multiple body systems work together to supply the oxygen and glucose needed for aerobic cellular respiration.

Finally, students use what they have learned to analyze how regular aerobic exercise can improve athletic performance.

The Student Handout is available in the first two attached files and as a Google doc designed for use in distance learning and online instruction. The Teacher Notes, available in the last two attached files, provide instructional suggestions and background information and explain how this activity is aligned with the Next Generation Science Standards.


AttachmentSize
energy sports SH.docx2.04 MB
energy sports SH.pdf272.92 KB
energy sports TN.docx3.52 MB
energy sports TN.pdf422.88 KB
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Comments

iwaldron's picture

2024 revision

Submitted by iwaldron on Mon, 08/12/2024 - 2:58pm.

I have streamlined and focused the Student Handout to complement, rather than duplicate, the new activity “How do food molecules reach our muscles? – Structure and Function of Organ Systems, Organs and Cells”. I have also clarified several questions in the Student Handout. The Teacher Notes have been revised for clarity and to accommodate the changes in the Student Handout.

Ingrid

iwaldron's picture

2020 revision

Submitted by iwaldron on Mon, 11/02/2020 - 6:49am.

The revised Student Handout has expanded and clearer sections on “How Oxygen and Glucose Get to the Muscles” and “How Regular Aerobic Exercise Can Improve Athletic Performance”. Additional revisions have clarified the Student Handout and Teacher Notes.
Ingrid

iwaldron's picture

2018 revision

Submitted by iwaldron on Wed, 11/14/2018 - 11:59am.

In the 2018 revision, I have reorganized and revised the Student Handout to build understanding in a more logical sequence, reduce redundancy with other learning activities, and focus more on basic phenomena.

Jordan Johnson's picture

Biology Class (High School)

Submitted by Jordan Johnson (guest) on Tue, 11/28/2017 - 5:11pm.

Hello,
I am a special education teacher at Pikeville High School in Pikeville, KY. I am so happy and excited that I am able to use this lesson to help the entire learn about the practical nature of Biology. I appreciate the ability to use this lesson and how well it was designed for students from multiple viewpoints.

iwaldron's picture

Thanks for your encouraging feedback!

Submitted by iwaldron on Thu, 11/30/2017 - 10:00am.

It is always good to learn about how our activities are helpful to teachers.

Ingrid

iwaldron's picture

2016 revision

Submitted by iwaldron on Wed, 08/03/2016 - 2:12pm.

This activity has been revised to improve clarity of the Student Handout and accuracy of the descriptions of chemical energy and energy metabolism.

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. To preserve the value of these learning activities for other teachers, please do not post keys for any questions from any of these activities!

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Authors

Dr. Ingrid Waldron is Professor Emerita in the Biology Department at the University of Pennsylvania. Co-authors include Dr. Jennifer Doherty, who is an Assistant Professor in the Physiology Department at Michigan State University, and Dr. Lori Spindler, who is a Lecturer in the Biology Department at the University of Pennsylvania. They have developed these activities in collaboration with colleagues at Penn and middle school and high school teachers in the Philadelphia area. We are grateful to Craig Douglas for his generous help with graphics.

 

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